The Interactive Effects of Instructions and Learning Styles on the Inference Skills on College Low Achieving Readers
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The purpose of this study is to investigate the effects of instructional strategies and cognitive styles on Korean college students’ reading comprehension, particularly to discover whether using matched instructions with cognitive styles improves their inference skills on reading. It was conducted with 95 college students in one university in Korea, and data were gathered from three reading classes during a fifteen-week period. In the first week, students took the reading test as a pre-test, and the survey was done to identify and categorize cognitive learning style type. Fifteen weeks later, the subjects were given the reading test as a post-test to check the achievement of inference skills on reading through treatments. The findings indicate that the group of students who received instruction matched with their cognitive styles outperformed the group of students who were the opposite. This research will provide useful information to the EFL reading teachers who consequently could modify their reading instruction to incorporate learning styles in class, especially for low achieving students to achieve higher level of inference skills on reading comprehension.
Abstract
The purpose of this study is to investigate the effects of instructional strategies and cognitive styles on Korean college students’ reading comprehension, particularly to discover whether using matched instructions with cognitive styles improves their inference skills on reading. It was conducted with 95 college students in one university in Korea, and data were gathered from three reading classes during a fifteen-week period. In the first week, students took the reading test as a pre-test, and the survey was done to identify and categorize cognitive learning style type. Fifteen weeks later, the subjects were given the reading test as a post-test to check the achievement of inference skills on reading through treatments. The findings indicate that the group of students who received instruction matched with their cognitive styles outperformed the group of students who were the opposite. This research will provide useful information to the EFL reading teachers who consequently could modify their reading instruction to incorporate learning styles in class, especially for low achieving students to achieve higher level of inference skills on reading comprehension.
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